Error analysis of fifth-grade students of elementary school in geometry problem solving based on Newman's procedure

Abstract

This research aimed to analyze the errors of fifth-grade students in solving the problem-solving questions about geometry. The form of this research is descriptive research with a quantitative approach. The research subjects were 32 students of VB class at Danukusuman Elementary School in the 2018/2019 academic year. The data were analyzed with descriptive and content analyses using the Newman procedure. The technique of data collection used an essay test in the form of story problems about solid geometry (cube and beam). The findings show that the pattern of errors made by the students classically is based on Newman's procedure, namely: (1) reading of 7.3%, (2) comprehension of 35.42%, (3) transformation by 47.92%, (4) process skill of 66.67%, and (5) encoding of 85.42%. Furthermore, from the results of the percentage, error patterns can be categorized in general. The categorization explains the level of children in making a pattern of errors that is described by the number of students in the research subject (32 students). Categories consist of four, which are very low, low, high, and very high. This makes it easy to read the analysis of the number of students who make a pattern of errors. The findings are the preliminary research to determine the pattern of errors in problem-solving based on Newman's procedures and the factors that cause errors in solving the problems in solid geometry (cube and beam).